MissionPrescott Middle School exists to provide a well-rounded, rigorous education in a safe learning environment with social and emotional support to empower every student to be a productive member of their community.

VisionLearning today for a better tomorrow.

Continuous Improvement Plan

Math Goals, 2015-2016 (M.S.)

Reading Goals, 2015-2016 (M.S.)

Cultural Goals, 2015-2016 (M.S.)

Attendance Policy & RequirementsTo achieve your best in school, regular attendance is necessary. ON A DAY YOU WILL NOT BE IN SCHOOL, A PARENT OR GUARDIAN MUST CALL, (715-262-5054), OR EMAIL, (dtobias@prescott.k12.wi.us), THE OFFICE BY 9:00 A.M. You may leave a message on voice mail if it is before 7:30 am. The day you return, you must have a written note from your parent, guardian, or doctor stating the date and the reason for your absence. Assignments should be requested after the student is absent two days or more. See attendance policy.

You must attend school MORE THAN 50% OF THE DAY in order to practice, attend or compete in an extra-curricular event that night, unless special circumstances warrant administrative approval in advance.

ATTENDANCE/TRUANCY POLICYEnforcement of student attendance policies and truancy procedures shall be a shared responsibility between the schools, social service agencies, law enforcement officials, students, parents, and the community at large.

Student Attendance OfficerThe principal or his designee will serve as the school attendance officer. “Truancy” means an absence of part or all of one (1) or more school days during which the school attendance officer has not been notified of the legal cause of such absence by the parent or guardian of the absent student; it also means intermittent attendance carried on for the purpose of defeating the intent of the compulsory attendance law. “Habitual truant” means a student who is absent from school without an acceptable excuse for all or part of five (5) days on which school is held during a semester.

Student Absences and ExcusesThe responsibility for regular school attendance of a student rests upon the student’s parent(s) and/or guardian(s). All excused absences require parent/guardian/legal custodian to provide written verification, which is to be submitted to the school attendance office, in advance of the absence or prior to re-admittance to school. Legal excuses are as follows:

Evidence that the student is not in proper physical or mental condition to attend school.

An illness in the immediate family, which requires the absence of the student.

Medical, dental, chiropractic, optometric, or other valid professional appointments.

A death in the immediate family.

Religious holidays.

Family trips that can be taken only during the normal school term.

Farm work at planting and harvesting time (part of or all of 5 days).

A court appearance or other legal procedure upon submission of proof.

Attendance at special events of educational value as approved by the school attendance officer.

Approved school activities during class time.

Special circumstances that show good cause, which are approved in advance by the school attendance officer/principal.

Suspension will be treated as an excused absence.

All students with excused absences will be given the opportunity to make up work missed.

Makeup Work/Exams

It is the student’s responsibility to contact the teacher(s) for making up work missed.

For a single day absence each student will have two (2) school days from the “day of return” to complete make up work with full credit given, unless school equipment/facilities (i.e. shop class, P.E. labs, etc.) are required for make-up. If school equipment/facilities are required for make-up, arrangements must be made with teachers.

For a planned partial day absence students are required to contact the teachers that day for the hours they missed and collect assignments. Assignments are due the following day unless mutually agreed upon by teacher and student.

For all planned vacations and hunting trips must be pre-approved by the principal or his or her designee. For pre-approved vacations, hunting trips, farm work, and approved school activities work must be completed before leaving or special arrangements must be made with teachers.

For multiple days absent, a student will be allowed two (2) days for the 1st day and 1 day for each consecutive day of absence (up to 5 days). Special arrangements can be made for individuals who are hospitalized. Also, an extension can be given if school facilities are needed to complete the assignments.

Examinations missed during an excused absence will be permitted to be taken at a time mutually agreed upon by the student and teacher for full credit.

UNEXCUSED ABSENCESStudents who are absent from school with the consent of their parent(s) or guardian, but whose absence does not fall under the reasons listed above shall be considered unexcused. All students with an unexcused absence will be permitted to make up an examination missed during an absence for partial credit. A student who is absent from school for an unacceptable reason or is truant will also be considered unexcused. Credit will not be given for class work missed.

ABSENCES THAT RESULT FROM CAR TROUBLE WILL NOT BE EXCUSED.

Any absence, after missing part or all of 10 days, will be unexcused unless we receive:

A note from the medical office stating the student was seen by a doctor on the day the student was absent.

A note from a doctor stating the student was not in proper physical or mental condition to attend school on the day of the absence. An absence not verified by a note or phone call within two (2) days following the absence will be unexcused or truant.

Daily School Schedule

6th Grade

Hr

Time

Classes

0

8:00–8:20

TA

1

8:23–9:08

Music

2

9:11–9:56

Exploratory AM

3/4

9:59–11:29

Core

5

11:32–12:02

Lunch B

6/7

12:02–1:32

Core

8

1:35–2:20

Flex

9

2:23–3:10

Exploratory PM

7th Grade

Hr

Time

Classes

0

8:00-8:20

TA

1/2

8:23-9:53

Core

3

9:56-10:41

Exploratory AM

4

10:44-11:14

Lunch A

5/6

11:14-12:44

Core

7

12:47-1:32

Flex

8

1:35-2:20

Exploratory PM

9

2:23-3:10

Music

8th Grade

Hr

Time

Classes

0

8:00-8:20

TA

1

8:23-9:08

Exploratory AM

2/3

9:11-10:41

Core

4/5

10:44-12:14

Core

6

12:17-12:47

Lunch C

7

12:47-1:32

Exploratory PM

8

1:35-2:20

Music

9

2:23-3:10

Flex

Prescott Middle School Registration (Gr. 6-8)

Please complete the following registration form and return to the Prescott Middle School Counselor Office, 125 N. Elm St.

If you are new to the district and need to enroll your middle school age child, please call 715-262-5054, beginning August 7, 2017.

Honor Roll

Students who qualify for the honor roll need to be between 3.000 and 4.000 and not have a grade lower than a C-.

Grade

Cutoff

A

93.000

A-

90.000

B+

87.000

B

83.000

B-

80.000

C+

77.000

C

73.000

C-

70.000

D+

67.000

D

63.000

D-

60.000

F

0.000

Cardinal Pride

Positive Behavior Interventions & Supports (PBIS) What is PBIS?

Unfortunately, no magic wand single-handedly works to remove the barriers to learning that occur when behaviors are disrupting the learning community. The climate of each learning community is different; therefore, a “one size fits all” approach is less effective than interventions based on the needs of each school.

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms).

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional.

The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:

Why is it so important to focus on teaching positive social behaviors?

Frequently, the question is asked, “Why should we have to teach kids to be good? They already know what they are supposed to do. Why can we not just expect good behavior?” In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS. (What durable systems can be implemented that will sustain this over the long haul?)

Data-Based Decision-Making

Data-based decision-making aligns curricular instruction and behavioral supports to student and staff needs. Schools applying PBIS begin by establishing clear expectations for behavior that are taught, modeled, and reinforced across all settings and by all staff. This provides a host environment that supports the adoption and sustained use of effective academic and social/emotional instruction. PBIS has proven its effectiveness and efficiency as an Evidence-Based Practice. (Sugai & Horner, 2007).